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SLAQ @ Brisbane 17 Aug 2013, 10:15am – noon Kris�n Fon�chiaro [email protected] @ac�velearning
Nudging Toward Inquiry
Follow along with today’s slides at
h�p://bit.ly/fontblog
"Bulb Fic�on" by Uwe Niederberger on Flickr. Used with a Crea�ve Commons A�ribu�on 2.0 Generic License. h�p://flickr.com/photos/xenos-‐uwe/8186238592
Backchannel (And the WhoWhatWhenWhereWhy
of backchannels)
todaysmeet.com/slaq
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Source: h�p://bit.ly/Clquote Forma�ed by: recitethis.com
"A light bulb but no (good) ideas... (17/365)” by LifeSupercharger on Flickr. Used with a Crea�ve Commons A�ribu�on 2.0 Generic License. h�p://www.flickr.com/photos/8047705@N02/5366637592
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We know kids could be more actively engaged in learning and that we could raise the bar for many of them.
Image: 'Batur Volcano and Lake' http://www.flickr.com/photos/13948669@N07/3662229028
Connecting people, information, and technology in moorree vvaalluuaabbllee wwaayyss
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Image: canada.com
.
-‐ Inquiry, though�ulness, problem-‐solving -‐ Using and evalua�ng informa�on -‐ Social, collabora�ve teaching and learning -‐ Authen�c work tasks, products, and audiences -‐ Librarian as instruc�onal partner throughout process
-‐ “Dump and go”: finding answers to specific close-‐ended, teacher-‐generated ques�ons -‐ Finding informa�on -‐ Isolated, individual learning -‐ Contrived tasks without resonance to student -‐ Librarian as an accessory to learning (“a clerk could do it”)
Stripling’s Inquiry Model (SLM, 4/07 and 9/09)
Connect (awaken prior knowledge)
Wonder (generate possible ques�ons)
Inves�gate (seek and discover info)
Construct (discover pa�erns; draw conclusions)
Express (create product)
Reflect (consider effec�veness of process/product)
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CCoonnnneecctt ~~ WWoonnddeerr ~~ IInnvveessttiiggaattee ~~ CCoonnssttrruucctt ~~ EExxpprreessss ~~ RReefflleecctt
It’s All About Prior Knowledge
Awakening it Building it
Connect
Do you know what this zone is for?
http://www.flickr.com/photos/slambert/3536495055/
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Milwaukee Airport: Where you go after going through security to put
your belt/shoes/jacket back on
http:/
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Transla�on �p h�p://bit.ly/janeaustena�hesuperbowl
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Is this funny? If so, why?
h�p://bit.ly/doodlebyandre
And one more?
Copyrighted by Style Weekly; comic by Ed Harrington http://www.styleweekly.com/richmond/the-hr-department/Content?oid=1729565
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Connect ~ Wonder ~ Inves�gate ~ Construct ~ Express ~ Reflect
If I don’t know anything, I can’t build good questions. What ques�ons do
you have about Higgs boson?
Ummm, what movies has he been
in?
K W L
Ogle 1986
What do I know?
What do I want to know?
What have I learned?
KWL a la Sandy Buczynski
What do I think I know?
What do I wonder?
What have I learned?
Tip: Make a K-‐W-‐L template on your wiki, and you’ll always have it ready to go!
Connect: What Can Go Wrong?
Time – Try: A reading the night before – Try: A primary source image in a discussion forum for homework
– Try: A 2-‐minute video/audio clip or a photo discussion in class
– Try: A 3D object Note: problems with Connect may not show up un�l the next phase, which is…
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Stripling’s Inquiry Model (SLM, 4/07 and 9/09)
Connect (awaken prior knowledge)
Wonder (generate possible ques�ons)
Inves�gate (seek and discover info)
Construct (discover pa�erns; draw conclusions)
Express (create product)
Reflect (consider effec�veness of process/product)
Ques�ons Hypotheses Class graphic organizer based on discussion
Wonder
Brainstorming in groups Outline objec�ve, then give ques�ons
CCoonnnneecctt ~~ WWoonnddeerr ~~ IInnvveessttiiggaattee ~~ CCoonnssttrruucctt ~~ EExxpprreessss ~~ RReefflleecctt
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Citation Information
http://www.flickr.com/photos/statelibraryqueensland/6753446405/
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Citation Information
http://www.flickr.com/photos/statelibraryqueensland/6944865095/
Pool Your Knowledge! Analog
– Whiteboard (bansho) – S�cky notes
Digital – Wallwisher.com – openEtherpad.com – Wiki page – Google Docs
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Wonder: What Can Go Wrong?
Time – Try: not every project needs to follow each step
Low level ques�ons – Try: More background knowledge – Try: Non-‐textual modali�es (e.g., video, audio, images)
Lack of engagement – Try: Group work, team brainstorming challenges a la Boggle
Stripling’s Inquiry Model (SLM, 4/07 and 9/09)
Connect (awaken prior knowledge)
Wonder (generate possible ques�ons)
Inves�gate (seek and discover info)
Construct (discover pa�erns; draw conclusions)
Express (create product)
Reflect (consider effec�veness of process/product)
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CCoonnnneecctt ~~ WWoonnddeerr ~~ IInnvveessttiiggaattee ~~ CCoonnssttrruucctt ~~ EExxpprreessss ~~ RReefflleecctt
Search strategies Credibility Open Web Popular vs. Scholarly Sources Is a personal blog legit? (Is a NY Times blog legit?)
IInnvveessttiiggaattee ((IInnffoo LLiitt))
http:/
/www
.flick
r.com
/pho
tos/2
194317
9@N0
6/314
5066
465
Investigate: What Could Go Wrong? Poor search skills/underdeveloped vocabulary – Try: PD for teachers on be�er Google search strategies
– Try: h�p://mashable.com/2011/11/24/google-‐search-‐infographic/
Poor sources – Try: more teacher PD – Try: Valenza’s video tes�mony idea
Too text-‐heavy – Try: Flickr Commons, American Memory, video archives
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Investigate: What Could Go Wrong? Underdeveloped resource evalua�on skills
– More teacher PD! – More prior knowledge �me with students – Google Custom Search
Students only want Google – Help them evaluate URLs before they click – Not all open web is bad – Bake source quality into the grade – Get a guest speaker from college classroom or library
Investigate: What Could Go Wrong? Topic is too narrow
– Try: mini-‐conferencing to nudge it wider
Topic is too wide – Try: “You have enough here for a TV marathon about the topic, but we only have �me for one episode. What should that one episode focus on?”
Topic is unfocused – Try: next slides
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Scenarios Project-Based Learning Problem-Based Learning Real-World Situations http://farm2 static flickr com/1278/3270435022 b5ddc1e5fc jpg
FFrraammee tthhee PPrroojjeecctt
Select a lighthouse. Tell us the history of the lighthouse, its first keeper, the kind of lens it has, where it is located, and whether it is on the mainland or an island. Spelling and grammar count! OR The Governor of Michigan has proposed selling off ten lighthouses in order to reduce state costs. Iden�fy an exis�ng lighthouse that could be turned into a new kind of business to profit our state. Use PowerPoint to create a proposal you can share at her next open mee�ng. Think about your audience when planning!
FFrraammee tthhee PPrroojjeecctt
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Framing Strategies
Situate the topic in the student’’s home, work, school, or social life. How would this impact your family? What if this were in your backyard? How should the principal react to ____?
Tell a story. Ask students to do
The three pigs want to build another house. The hardware store is out of straw, wood, and brick. What would be another good insulator? Why?
Flip history. How might the U.S. be different today if the war ended at Ge�ysburg instead?
Your Turn: Turn and Talk
Situate the topic in the student’s home, work, school, or social life.
Tell a story. Ask students to do
Flip history.
How would you revamp? § Research a medieval guild. § Describe an alterna�ve energy. § Research a pet you would like. § Make aboriginal art.
Share Your Ideas: todaysmeet.com/slaq
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Stripling’s Inquiry Model (SLM, 4/07 and 9/09)
Connect (awaken prior knowledge)
Wonder (generate possible ques�ons)
Inves�gate (seek and discover info)
Construct (discover pa�erns; draw conclusions)
Express (create product)
Reflect (consider effec�veness of process/product)
What pa�erns in data/info do I see? What does all of this mean? New round of graphic organizers for sensemaking Pooling knowledge (bansho, discussion, wikis/Google Docs)
CCoonnssttrruucctt
CCoonnnneecctt ~~ WWoonnddeerr ~~ IInnvveessttiiggaattee ~~ CCoonnssttrruucctt ~~ EExxpprreessss ~~ RReefflleecctt
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Giraffa camelopardalisis African Even-toed Ungulate Mammal Tallest Largest Ruminant
Construct: What Could Go Wrong? Teachers didn’t learn digital-‐age research
– Some got by in college just reading abstracts – In past, just finding informa�on was a success – The rules have changed! – Try: Offer PD hours to help them learn to be be�er researchers for their own ongoing coursework
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Construct: What Could Go Wrong? Step gets skipped
– Try: Post-‐mortem with teacher “How did you feel?” “Did you enjoy reading them?” (Teachers don’t like being bored!) “I wonder if you could help me try something next �me …”
Construct: What Could Go Wrong? Students don’t know how to synthesize
– Try: Scale back to classic essay CCSS: suppor�ng arguments with evidence
– Try: Prompts and graphic organizers “You said A, B, and C. Mash those up and make the idea fit on a bumper s�cker/on a Tweet” “I think ______ because _________.”
– Try: Provide examples!
Time! – Try: Skip “making a product” – Try: Not to cave! This is the big stuff! – Try: smaller projects that encompass just a few steps
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Stripling’s Inquiry Model (SLM, 4/07 and 9/09)
Connect (awaken prior knowledge)
Wonder (generate possible ques�ons)
Inves�gate (seek and discover info)
Construct (discover pa�erns; draw conclusions)
Express (create product)
Reflect (consider effec�veness of process/product)
EExxpprreessss
CCoonnnneecctt ~~ WWoonnddeerr ~~ IInnvveessttiiggaattee ~~ CCoonnssttrruucctt ~~ EExxpprreessss ~~ RReefflleecctt
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Express: What Could Go Wrong?
Too much �me spent on aesthe�cs at the expense of content/processing – Try: Choose tech tools judiciously – Try: Weigh the delight of novel tech tools against the orienta�on �me it takes to learn them
– Try: Set deadlines and priori�ze aesthe�c steps – Try: Review rubrics and guidelines; o�en, we accidentally over-‐emphasize aesthe�cs/layout
Express: What Could Go Wrong?
Too many people in a group, too many idle hands – Try: Recalibrate collabora�ve work; make sure everyone has a similar cogni�ve load
Episodic work, not work that builds over �me – Try: Outlining (I know, it’s old school)
Inauthen�c products – ““playing school”” – Try: “What would a real _______ create with what s/he has learned/”
Typing Speed – Try: Oral sharing instead of making something
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Image: 'unbalanced and old' http://www.flickr.com/photos/7194536@N02/4748112382
Construct Express
The Parent-Teacher Conference Trap “We have to have something to put up for conferences!”
Why not share process work – letting students explain where they are and
where they’re going – rather than cranking out non-challenging “projects”?
Image: 'What�s That? (94)' http://www.flickr.com/photos/44124348109@N01/4397463426
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Stripling’s Inquiry Model (SLM, 4/07 and 9/09)
Connect (awaken prior knowledge)
Wonder (generate possible ques�ons)
Inves�gate (seek and discover info)
Construct (discover pa�erns; draw conclusions)
Express (create product)
Reflect (consider effec�veness of process/product)
RReefflleecctt
CCoonnnneecctt ~~ WWoonnddeerr ~~ IInnvveessttiiggaattee ~~ CCoonnssttrruucctt ~~ EExxpprreessss ~~ RReefflleecctt
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Reflect: What Could Go Wrong?
Gets saved un�l the last minute and then (surprise!) �me runs out Kids who need to reflect most are s�ll working during ““reflec�on �me”” – Try: Short reflec�ons throughout process – Try: Pre-‐made exit slips (smiley face/frown; “I need help with…”)
– Try: Mid-‐project form le�ers to instructors – Try: One-‐minute essays (index cards) – Try: Mini-‐conferences – Try: Video confessionals
Stripling’s Inquiry Model (SLM, 4/07 and 9/09)
Connect (awaken prior knowledge)
Wonder (generate possible ques�ons)
Inves�gate (seek and discover info)
Construct (discover pa�erns; draw conclusions)
Express (create product)
Reflect (consider effec�veness of process/product)
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Crowdsourced inquiry lesson updates!
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If we have �me … crowdsourced solu�ons!
GOAL: Learning through resources, not about resources